05-071 - Maine€¦ · Web view2015. 3. 26. · 2.3.9 Students demonstrate conceptual understanding of equality by showing equivalence between two expressions using models or different

05-071

05-071 Chapter 131

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05-071 Chapter 131

05-071

DEPARTMENT OF EDUCATION

Chapter 131:THE MAINE FEDERAL, STATE, AND LOCAL ACCOUNTABILITY STANDARDS

SUMMARY: This chapter outlines the Maine Federal, State, and Local Accountability Grade Level Expectations (GLE) pursuant to Title 20-A M.R.S.A §6202. The Maine Federal, State, and Local Accountability Grade Level Expectations define the State’s content Grade Level Expectations for federal accountability. These Grade Level Expectations are described for the content areas of Mathematics, Reading, and Science. Each of the content areas is organized in one or more strands. The strands represent the subtopics within each discipline and are defined by the grade level expectations. The coding represented at the end of each GLE and included in () corresponds to code for the New England Comprehensive Assessment Program (NECAP) grade level expectation. (The GLEs for Mathematics and Reading remain in effect through the 2011-12 school year. As of 2012-13, the College and Career Readiness Standards in Sections II-A and II-B of this document are in effect.)

1. ENGLISH LANGUAGE ARTS

CONTENT STANDARD AND PERFORMANCE INDICATORS

1. READING

1.1 WORD IDENTIFICATION SKILLS and STRATEGIES (R-1)

Grade 2

1.1.1:Students apply word identification and decoding strategies by …

( R–2–1)

1.1.1.1 Identifying regularly spelled multi-syllabic words, by using knowledge of sounds, syllable types, or word patterns (including most common spellings for consonants and vowels, e.g., knot, catch, float, fight; or common suffixes )

(R–2–1.1)

EXAMPLES: Students might be asked to match words to pictures or to match words to words with similar sounds (e.g. flower and shower)

EXAMPLES: (multi-syllabic words): happiness, shower, sunshine

Grade 3

1.1.2 Students apply word identification/ decoding strategies by …

(R–3–1)

1.1.2.1 Identifying multi-syllabic words, by using knowledge of sounds, syllable types, or word patterns (including prefixes, suffixes, or variant spellings for consonants or vowels, e.g., bought) (R–3–1.1)

EXAMPLES: Students might be asked to match words to words with similar sounds, such as which word rhymes with the word in the box or which word has the same vowel sound as the word in the box.

EXAMPLES (multi-syllabic words): pretending, discussion

1.2 VOCABULARY

1.2.1 VOCABULARY STRATEGIES (R-2)

Grade 2

1.2.1.1 Students identify the meaning of unfamiliar vocabulary by…

( R-2-2)

1.2.1.1.1 Using strategies to unlock meaning (e.g., knowledge of word structure, including common base words and suffixes, such as “thickest,” “hope-ful;” or context clues, including illustrations and diagrams; or prior knowledge) (R-2-2.1)

Grade 3


(R-3-2)

1.2.1.2.1 Using strategies to unlock meaning (e.g., knowledge of word structure, including prefixes/suffixes and base words, such as “un-covered;” or context clues; or other resources, such as dictionaries, glossaries; or prior knowledge) (R-3-2.1)

Grade 4


( R-4-2)

1.2.1.3.1 Using strategies to unlock meaning (e.g., knowledge of word structure, including prefixes/suffixes and base words; or context clues; or other resources, such as dictionaries, glossaries; or prior knowledge) (R-4—2.1)

Grade 5


(R–5–2)

1.2.1.4.1 Using strategies to unlock meaning (e.g., knowledge of word structure, including prefixes/suffixes and base words; or context clues; or other resources, such as dictionaries, glossaries; or prior knowledge (R-5-2.1)

Grade 6


(R-6-2)

1.2.1.5.1 Using strategies to unlock meaning (e.g., knowledge of word structure, including prefixes/suffixes and base words; or context clues; or other resources, such as dictionaries, glossaries, thesauruses; or prior knowledge) (R-6-2.1)

Grade 7


(R-7-2)

1.2.1.6.1 Using strategies to unlock meaning (e.g., knowledge of word structure, including prefixes/suffixes, base words, common roots, or word origins; or context clues; or other resources, such as, dictionaries, glossaries, thesauruses; or prior knowledge) (R-7-2.1)

EXAMPLE (of common root ): inspection (inspection)

Grades 9-Diploma


(R-10-2)

1.2.1.7.1 Using strategies to unlock meaning (e.g., knowledge of word structure) including prefixes/suffixes, common roots, or word origins; or context clues; or resources including dictionaries, glossaries, or thesauruses to determine definition, pronunciation, etymology, or usage of words; or prior knowledge)

(R-10-2.1)

(Assumes a variety of text and increasing text complexity across grade levels)

1.2.2 BREADTH OF VOCABULARY (R3)

Grade 2

1.2.2.1 Students show breadth of vocabulary knowledge, demonstrating understanding of word meanings or relationships by …

( R-2-3)

1.2.2.1.1 Identifying synonyms or antonyms; or categorizing words (R-2-3.1)

EXAMPLES (of categorizing): Given a T-chart with two “categories” of words listed (e.g., shapes and sizes), students would identify another word to add to the chart that describes shapes or sizes; or in a multiple choice item, select the best category title for the words listed

1.2.2.1.2 Selecting appropriate words to use in context, including words specific to the content of the text (R-2-3.2)

EXAMPLE: In a short passage about Native American homes, students might encounter the words longhouse and igloo, and then be asked to show that they know the difference between them.

Grade 3

1.2.2.2 Students show breadth of vocabulary knowledge, demonstrating understanding of word meanings or relationships by …

(R-3-3)

1.2.2.2.1 Identifying synonyms, antonyms, or homonyms/ homophones; or categorizing words (R-3-3.1)

1.2.2.2.2 Selecting appropriate words to use in context, including content specific vocabulary (e.g., predator/prey), or words with multiple meanings) (R–3–3.2)

EXAMPLE (multiple meanings): Students identify the intended meaning of words found in text – The word “fall” can mean a time of the year or losing your step. What words from the passage help you to know what “fall” means in this story?

EXAMPLE (multiple meanings): The word “fall” has many different meanings. Which sentence below uses the word “fall” to mean a time of the year? OR Which sentence below uses “fall” with the same meaning as it is used in the poem?

Grade 4

1.2.2.3 Students show breadth of vocabulary knowledge through demonstrating understanding of word meanings or relationships by …

(R-4-3)

1.2.2.3.1 Identifying synonyms, antonyms, homonyms/ homophones, or shades of meaning (R-4-3.1)

EXAMPLE (of shades of meaning): cold, freezing

1.2.2.3.2 Selecting appropriate words to use in context, including content specific vocabulary, words with multiple meanings, or precise vocabulary (R-4-3.2)

EXAMPLE (precise vocabulary): In this passage, the bear could best be described as acting: (A) excited (B) playful (C) harmful (D) curious

Grade 5

1.2.2.4 Students show breadth of vocabulary knowledge through demonstrating understanding of word meanings or relationships by …

(R-5-3)

1.2.2.4.1 Identifying synonyms, antonyms, homonyms/ homophones, or shades of meaning (R-5-3.1)

EXAMPLE (of shades of meaning): tired, exhausted

1.2.2.4.2 Selecting appropriate words or explaining the use of words in context, including, content specific vocabulary, words with multiple meanings, or precise vocabulary (R-5-3.2)

EXAMPLE (multiple meanings): Students explain the intended meanings of words found in text – Based on the way “spring” is used in this passage, would having a “spring” be necessary for survival? Explain how you know.

Grade 6

1.2.2.5 Students show breadth of vocabulary knowledge through demonstrating understanding of word meanings and relationships by…

(R-6-3)

1.2.2.5.1 Identifying synonyms, antonyms, homonyms/ homophones or shades of meaning, or simple analogies (R-6-3.1)

EXAMPLE (simple analogy): parent:child as cat:kitten

1.2.2.5.2 Selecting appropriate words or explaining the use of words in context, including content specific vocabulary, words with multiple meanings, or precise vocabulary (R-6-3.2)

Grade 7


(R-7-3)

1.2.2.6.1 Identifying synonyms, antonyms, homonyms/ homophones or shades of meaning, or analogies (R–7–3.1)

EXAMPLE (analogy): map:locate as recipe:cook

1.2.2.6.2 Selecting appropriate words or explaining the use of words in context, including content specific vocabulary, words with multiple meanings, or precise vocabulary (R-7-3.2)

Grades 9-Diploma


(R-10-3)

1.2.2.7.1 Identifying synonyms, antonyms, homonyms/ homophones, shades of meaning, idioms, or word origins, including words from dialects, or other languages that have been adopted into our language/standard English (R-10-3.1)

1.2.2.7.2 Selecting appropriate words or explaining the use of words in context, including connotation or denotation, shades of meanings of words/nuances, or idioms; or use of content-specific vocabulary, words with multiple meanings, precise language, or technical vocabulary (R-10-3.2)

EXAMPLE Students might be asked to explain the meaning of terminology appropriate to the content of the subject area as used in a text passage

(Assumes a variety of text and increasing text complexity across grade levels.)

1.3 LITERARY TEXTS

1.3.1 INITIAL UNDERSTANDING of LITERARY TEXTS (R-4)

Grade 2

1.3.1.1 Students demonstrate initial understanding of elements of literary texts by…

(R-2-4)

1.3.1.1.1 Identifying or describing character(s), setting, problem, solution, or major events as appropriate to text. (R-2-4.1)

Grade 3


(R-3-4)

1.3.1.2.1 Identifying or describing character(s), setting, problem/solution, major events, or plot as appropriate to text. (R-3-4.1)

1.3.1.2.2 Paraphrasing or summarizing key ideas/plot with events sequenced as appropriate to text. (R-3-4.2)

Grade 4


(R-4-4)

1.3.1.3.1 Identifying or describing character(s), setting, problem/solution, major events, or plot as appropriate to text or identifying any significant changes in character(s) over time. (R-4-4.1)

1.3.1.3.2 Paraphrasing or summarizing key ideas/plot with major events sequenced, as appropriate to text. (R-4-4.2)

Grade 5


(R-5-4)

1.3.1.4.1 Identifying or describing character(s), setting, problem/ solution, major events, or plot, as appropriate to text; or identifying any significant changes in character(s) over time (R-5-4.1)

1.3.1.4.2 Paraphrasing or summarizing key ideas/plot, with major events sequenced, as appropriate to text (R-5-4.2)

Grade 6


(R-6-4)

1.3.1.5.1 Identifying or describing character(s), setting, problem/ solution, or plot, as appropriate to text; or identifying any significant changes in character or setting over time (R-6-4.1)

EXAMPLE (of setting changing): In this poem, how does the farm’s appearance change over the years?


Grade 7


(R-7-4)

1.3.1.6.1 Identifying or describing character(s), setting, problem/ solution, or plot, as appropriate to text; or identifying any significant changes in character or setting over time; or identifying rising action, climax, or falling action (R-7-4.1)


Grades 9-Diploma


(R-10-4)

1.3.1.7.1 Identifying, describing, or making logical predictions about character (such as protagonist or antagonist), setting, problem/solution, or plots/subplots, as appropriate to text; or identifying any significant changes in character, relationships, or setting over time; or identifying rising action, climax, or falling action (R-10-4.1)


(Assumes a variety of text and increasing text complexity across grade levels.)

1.3.2 ANALYSIS and INTERPRETATION OF LITERARY TEXTS, CITING EVIDENCE (R-5)

Grade 2

1.3.2.1 Students analyze and interpret elements of literary texts, citing evidence where appropriate by…

(R-2-5)

1.3.2.1.1 Making logical predictions (R-2-5.1)

EXAMPLE: What might happen next?

1.3.2.1.2 Identifying relevant physical characteristics or personality traits of main characters (R-2-5.2)

1.3.2.1.3 Making basic inferences about problem or solution (R-2-5.3)

EXAMPLES: What helped Luke to solve his problem in the story? What was Jane’s problem?

Grade 3

1.3.2.2. Students analyze and interpret elements of literary texts, citing evidence where appropriate by…

(R-3-5)


1.3.2.2.2 Describing main characters’ physical characteristics or personality traits; or providing examples of thoughts, words or actions that reveal characters’ personality traits (R-3-5.2)

1.3.2.2.3 Making basic inferences about problem, conflict, or solution (e.g., cause-effect relationships) (R-3-5.3)

EXAMPLE: How might the story have been different if…?

1.3.2.2.4 Identifying the author’s basic message (R-3-5.5)

EXAMPLE: In this story, Jon learned an important lesson about what to do when lost in the woods. What lesson did Jon learn?

Grade 4


(R-4-5)


1.3.2.3.2 Describing main characters’ physical characteristics or personality traits; or providing examples of thoughts, words, or actions that reveal characters’ personality traits (R-4-5.2)

1.3.2.3.3 Making inferences about problem, conflict, or solution (R-4-5.3)

EXAMPLE: What influenced the father’s decision to let his son try the climb?

1.3.2.3.4 Identifying who is telling the story (R-4-5.4)

1.3.2.3.5 Identifying author’s message or theme (R-4-5.5)

EXAMPLE: What was the author trying to say about friendship in this story? (e.g., friendship begins with accepting differences)

Grade 5


(R-5-5)


EXAMPLE: Which event is most likely to happen next? (e.g., providing evidence from text to explain why something is likely to happen next)

1.3.2.4.2 Describing characters’ physical characteristics, personality traits, or interactions; or providing examples of thoughts, words, or actions that reveal characters’ personality traits or their changes over time (R-5-5.2)

1.3.2.4.3 Making inferences about problem, conflict, solution, or the relationship among elements (plot, character, setting) within text (e.g., how the setting affects a character or plot development) (R-5-5.3)

1.3.2.4.4 Identifying the narrator (R-5-5.4)

1.3.2.4.5 Identifying author’s message or theme (implied or stated, as in a fable) (R-5-5.5)

1.3.2.5 Students analyze and interpret author’s craft, citing evidence where appropriate by…

(R-5-6)

1.3.2.5.1 Demonstrating knowledge of use of literary elements and devices (i.e., imagery, exaggeration) to analyze literary works (R–5–6.1)

Grade 6


(R-6-5)

1.3.2.6.1 Explaining or supporting logical predictions (e.g., providing evidence from text to explain why something is likely to happen next (R-6-5.1)

1.3.2.6.2 Describing characters’ traits, motivation, or interactions, citing thoughts, words, or actions that reveal characters’ traits, motivations, or their changes over time (R-6-5.2)

1.3.2.6.3 Making inferences about cause/effect, external conflicts (e.g., person versus person, person versus nature/society/fate), or the relationship among elements within text (e.g., how the historical era influences the characters’ actions or thinking) (R-6-5.3)

1.3.2.6.4 Explaining how the narrator’s point of view affects the reader’s interpretation (R-6-5.4)

EXAMPLE: This story is told from Ted’s point of view. What do you know about how Ted feels because he tells the story?

1.3.2.6.5 Identifying author’s message or theme (R-6-5.5)


(R-6-6)

1.3.2.7.1 Demonstrating knowledge of use of literary elements and devices (i.e., imagery, exaggeration, simile, metaphor, foreshadowing, or suspense) to analyze literary works (R-6-6.1)

Grade 7


(R–7-5)

1.3.2.8.1 Explaining or supporting logical predictions (R-7-5.1)

1.3.2.8.2 Describing characters’ traits, motivation, or interactions, citing thoughts, words, or actions that reveal characters’ traits, motivations, or their changes over time (R-7-5.2)

1.3.2.8.3 Making inferences about cause/effect (e.g., explaining how an event gives rise to the next), internal or external conflicts (e.g., person versus self, person versus person, person versus nature/society/fate), or the relationship among elements within text (R-7-5.3)

1.3.2.8.4 Explaining how the narrator’s point of view affects the reader’s interpretation (R-7-5.4)

1.3.2.8.5 Explaining how the author’s message or theme is supported within the text (R-7-5.5)


(R-7-6)

1.3.2.9.1 Demonstrating knowledge of use of literary elements and devices (i.e., imagery, exaggeration, repetition, flashback, foreshadowing, personification) to analyze literary works (R-7-6.1)

EXAMPLE: Why did the author choose to use flashback in this story?

Grades 9-Diploma


(R-10-5)

1.3.2.10.1 Explaining and supporting logical predictions or logical outcomes (e.g., drawing conclusions based on interactions between characters or evolving plot) (R-10-5.1)

1.3.2.10.2 Examining characterization (e.g., stereotype, antagonist, protagonist), motivation, or interactions (including relationships), citing thoughts, words, or actions that reveal character traits, motivations, or changes over time (R-10-5.2)

1.3.2.10.3 Making inferences about cause/effect, internal or external conflicts (e.g., person versus self, person versus person, person versus nature/society/fate), or the relationship among elements within text (e.g., describing the interaction among plot/subplots) (R-10-5.3)

1.3.2.10.4 Explaining how the narrator’s point of view or author’s style is evident and affects the reader’s interpretation (R-10-5.4)

EXAMPLE: If this story were told from another character’s point of view, how would the reader’s interpretation be different?

1.3.2.10.5 Explaining how the author’s purpose (e.g., to entertain, inform or persuade) message or theme (which may include universal themes) is supported within the text (R-10-5.5)


(R-10-6)

1.3.2.11.1 Demonstrating knowledge of author’s style or use of literary elements and devices (i.e., imagery, repetition, flashback, foreshadowing, personification, hyperbole, symbolism, analogy, allusion, diction, syntax, or use of punctuation) to analyze literary works (R-10-6.1)

(Assumes a variety of text and increasing text complexity across grade levels)

1.4 INFORMATIONAL TEXTS

1.4.1 INITIAL UNDERSTANDING of INFORMATIONAL TEXT (Expository and Practical Text across Content Areas) (R-7)

Grade 2

1.4.1.1 Students demonstrate initial understanding of informational texts (expository and practical texts) by…

(R-2-7)

1.4.1.1.1 Obtaining information, from text features (e.g., simple table of contents, glossary, charts, graphs, diagrams, or illustrations) (R-2-7.1)

EXAMPLE: On what page would you find information about snakes?

1.4.1.1.2 Using explicitly stated information to answer questions (R-2-7.2)

EXAMPLE: According to this report, what do dolphins eat?

Grade 3


(R-3-7)

1.4.1.2.1 Obtaining information, from text features (e.g., table of contents, glossary, basic transition words, bold or italicized text, headings, graphic organizers, charts, graphs, or illustrations) (R-3-7.1)

EXAMPLES: What words does the author want you to notice on this page? What is the last step of the directions?

1.4.1.2.2 Using information from the text to answer questions related to explicitly stated main/central ideas or details (R-3-7.2)

1.4.1.2.3 Organizing information to show understanding (e.g., representing main/central ideas or details within text through charting or mapping) (R-3-7.3)

EXAMPLE: Given a chart (with headings filled in), students are asked to provide examples from the text to show physical characteristics of two different places or things

Grade 4


(R-4-7)

1.4.1.3.1 Obtaining information from text features (e.g., table of contents, glossary, index, transition words/phrases, bold or italicized text, headings, subheadings, graphic organizers, charts, graphs, or illustrations) (R-4-7.1)

1.4.1.3.2 Using information from the text to answer questions related to explicitly stated main/central ideas or key details (R-4-7.2)

1.4.1.3.3 Organizing information to show understanding (e.g., representing main/central ideas or details within text through charting, mapping, paraphrasing, or summarizing) (R-4-7.3)

Grade 5


(R-5-7)

1.4.1.4.1 Obtaining information from text features (e.g., table of contents, glossary, index, transition words /phrases, bold or italicized text, headings, subheadings, graphic organizers, charts, graphs, or illustrations) (R-5-7.1)

1.4.1.4.2 Using information from the text to answer questions related to main/central ideas or key details (R-5-7.2)

1.4.1.4.3 Organizing information to show understanding (e.g., representing main/central ideas or details within text through charting, mapping, paraphrasing, summarizing, or comparing/contrasting)

(R-5-7.3)

Grade 6


(R-6-7)

1.4.1.5.1 Obtaining information from text features (e.g., table of contents, glossary, index, transition words /phrases, bold or italicized text, headings, subheadings, graphic organizers, charts, graphs, or illustrations) (R-6-7.1)

1.4.1.5.2 Using information from the text to answer questions related to main/central ideas or key details (R-6-7.2)

1.4.1.5.3 Organizing information to show understanding (e.g., representing main/central ideas or details within text through charting, mapping, paraphrasing, summarizing, or comparing/contrasting) (R-6-7.3)

Grade 7


(R-7-7)

1.4.1.6.1 Obtaining information from text features (e.g., table of contents, glossary, index, transition words /phrases, transitional devices, bold or italicized text, headings, subheadings, graphic organizers, charts, graphs, or illustrations) (R-7-7.1)

1.4.1.6.2 Using information from the text to answer questions, to state the main/central ideas, or to provide supporting details (R-7-7.2)

1.4.1.6.3 Organizing information to show understanding (e.g., representing main/central ideas or details within text through charting, mapping, paraphrasing, summarizing, or comparing/contrasting) (R-7-7.30

Grades 9-Diploma


(R-10-7)

1.4.1.7.1 Obtaining information from text features [e.g., table of contents, glossary, index, transition words/phrases, transitional devices (including use of white space), bold or italicized text, headings, subheadings, graphic organizers, charts, graphs, or illustrations] (R-10-7.1)

1.4.1.7.2 Using information from the text to answer questions; to state the main/central ideas; to provide supporting details; to explain visual components supporting the text; or, to interpret maps, charts, timelines, tables, or diagrams (R-10-7.2)

1.4.1.7.3 Organizing information to show understanding or relationships among facts, ideas, and events (e.g., representing main/central ideas or details within text through charting, mapping, paraphrasing, summarizing, comparing/contrasting, outlining) (R-10-7.3)

(Assumes increasing text complexity across grade levels.)

1.4.2 ANALYSIS AND INTERPRETATION OF INFORMATIONAL TEXTS (EXPOSITORY AND PRACTICAL TEXT ACROSS CONTENT AREAS) CITING EVIDENCE (R-8)

Grade 2

1.4.2.1 Analyze and interpret informational text, citing evidence as appropriate by…

(R-2-8)

1.4.2.1.1 Connecting information within a text (R-2-8.1)

EXAMPLE: Combining or comparing facts and details presented - What food is eaten by both kinds of fish?

1.4.2.1.2 Recognizing generalizations about text (e.g., identifying appropriate titles or main/central ideas) (R-2-8.2)

1.4.2.1.3 Making basic inferences or drawing basic conclusions (R-2-8.3)

EXAMPLE: Based on this report, do turtles make good pets?

1.4.2.1.4 Making inferences about causes or effects, when signal words are present (R-2-8.5)

EXAMPLE: “The sun came out. Then the puddle dried up.” What made the puddle dry up?

Grade 3

1.4.2.2 Students analyze and interpret informational texts, citing evidence where appropriate by…

(R-3-8)

1.4.2.2.1 Connecting information within a text (R-3-8.1)

EXAMPLE: Combining, comparing, or using information found in both the written text and in a caption in a text

1.4.2.2.2 Recognizing generalizations about text (e.g., identifying appropriate titles, assertions, or controlling ideas) (R-3-8.2)

1.4.2.2.3 Making basic inferences, drawing basic conclusions, or forming judgments/opinions about central ideas that are relevant (R-3-8.3)

1.4.2.2.4 Distinguishing fact from opinion (R-3-8.4)

1.4.2.2.5 Making inferences about causes or effects (R-3-8.5)

EXAMPLE: What probably caused the fire to start in the garage?

Grade 4

1.4.2.3 Students analyze and interpret informational text, citing evidence as appropriate by…(R-4–8)

1.4.2.3.1 Connecting information within a text or across texts (R-4-8.1)

1.4.2.3.2 Synthesizing information within or across text(s) (e.g., constructing appropriate titles; or formulating assertions or controlling ideas) (R-4-8.2)

1.4.2.3.3 Drawing inferences about text, including author’s purpose (e.g., to inform, explain, entertain) or message; or drawing basic conclusions; or forming judgments/opinions about central ideas that are relevant (R-4-8.3)



Grade 5

1.4.2.4 Students analyze and interpret informational text, citing evidence as appropriate by…

(R-5–8)

1.4.2.4.1 Connecting information within a text or across texts(R-5-8.1)

1.4.2.4.2 Synthesizing information within or across text(s) (e.g., constructing appropriate titles; or formulating assertions or controlling ideas) (R-5-8.2)

1.4.2.4.3 Drawing inferences about text, including author’s purpose (e.g., to inform, explain, entertain, persuade) or message; or forming and supporting opinions/judgments and assertions about central ideas that are relevant

(R-5–8.3)



Grade 6


(R-6-8)

1.4.2.5.1 Connecting information within a text or across texts (R-6-8.1)

1.4.2.5.2 Synthesizing information within or across text(s) (e.g., constructing appropriate titles; or formulating assertions or controlling ideas (R-6-8.2)

1.4.2.5.3 Drawing inferences about text, including author’s purpose (e.g., to inform, explain, entertain, persuade) or message; or forming and supporting opinions/judgments and assertions about central ideas that are relevant (R-6-8.3)

1.4.2.5.4 Distinguishing fact from opinion, and identifying possible bias/propaganda (R-6-8.4)


Grade 7


(R-7-8)

1.4.2.6.1 Explaining connections about information within a text, across texts, or to related ideas (R-7-8.1)

1.4.2.6.2 Synthesizing and evaluating information within or across text(s) (e.g., constructing appropriate titles; or formulating assertions or controlling ideas (R-7-8.2)

1.4.2.6.3 Drawing inferences about text, including author’s purpose (e.g., to inform, explain, entertain, persuade) or message; or using supporting evidence to form or evaluate opinions/judgments and assertions about the central ideas that are relevant (R-7-8.3)

EXAMPLE (of evaluating): Given a statement (opinion, judgment, or assertion), students provide evidence from the text that this statement does/does not support the author’s purpose in writing the piece.

1.4.2.6.4 Distinguishing fact from opinion, and identifying possible bias/propaganda or conflicting information within or across texts (R-7-8.4)


Grades 9-Diploma


(R-10-8)

1.4.2.7.1 Explaining connections about information within a text, across texts, or to related ideas (R-10-8.1)

EXAMPLE: Students are asked to compare information presented in two textual excerpts.

1.4.2.7.2 Synthesizing and evaluating information within or across text(s) (e.g., constructing appropriate titles; or formulating assertions or controlling ideas)

(R-10-8.2)

EXAMPLE: How does the title of the article reflect the author’s perspective?

1.4.2.7.3 Drawing inferences about text, including author’s purpose (e.g., to inform, explain, entertain, persuade) or message; or explaining how purpose may affect the interpretation of the text; or using supporting evidence to form or evaluate opinions/judgments and assertions about central ideas that are relevant (R-10-8.3)

1.4.2.7.4 Distinguishing fact from opinion, and evaluating possible bias/propaganda or conflicting information within or across texts (R-10-8.4)

1.4.2.7.5 Making inferences about causes and/or effects (R-10-8.5)

1.4.2.7.6 Evaluating the clarity and accuracy of information (e.g. consistency, effectiveness of organizational pattern, or logic of arguments) R-10-8.6

(Assumes increasing text complexity across grade levels.)

2 MATHEMATICS

2.1 Number and Operations

Grade 2

2.1.1 Students demonstrate conceptual understanding of rational numbers with respect to: whole numbers from 0 to 199 using place value, by applying the concepts of equivalency in composing or decomposing numbers (e.g., 34 = 17 + 17; 34 = 29 + 5); and in expanded notation (e.g., 141 = 1 hundred + 4 tens + 1 one or 141 = 100 + 40 + 1) using models, explanations, or other representations; and positive fractional numbers (benchmark fractions: a/2, a/3, or a/4, where a is a whole number greater than 0 and less than or equal to the denominator) as a part to whole relationship in area and set models where the denominator is equal to the number of parts in the whole using models, explanations, or other representations. (M(N&O)-2-1)

2.1.2 Students demonstrate understanding of the relative magnitude of numbers from 0 to 199 by ordering whole numbers; by comparing whole numbers to each other or to benchmark whole numbers (10, 25, 50, 75, 100, 125, 150, or 175); by demonstrating an understanding of the relation of inequality when comparing whole numbers by using “1 more”, “1 less”, “10 more”, “10 less”, “100 more”, or “100 less”; or by connecting number words and numerals to the quantities they represent using models, number lines, or explanations. (M(N&O)-2-2)

2.1.3 Students demonstrate conceptual understanding of mathematical operations involving addition and subtraction of whole numbers by solving problems involving joining actions, separating actions, part-part whole relationships, and comparison situations; and addition of multiple one-digit whole numbers. (M(N&O)–2–3)

2.1.4 Students demonstrate understanding of monetary value by adding coins together to a value no greater than $1.99 and representing the result in dollar notation; making change from $1.00 or less, or recognizing equivalent coin representations of the same value (values up to $1.99). (M(N&O)–2–5))

Grade 3

2.1.5 Students demonstrate conceptual understanding of rational numbers with respect to: whole numbers from 0 to 999 through equivalency, composition, decomposition, or place value using models, explanations, or other representations; and positive fractional numbers (benchmark fractions: a/2, a/3, a/4, a/6, or a/8, where a is a whole number greater than 0 and less than or equal to the denominator) as a part to whole relationship in area and set models where the number of parts in the whole is equal to the denominator; and decimals (within a context of money) as a part of 100 using models, explanations, or other representations. (M(N&O)-3-1)

2.1.6 Students demonstrate understanding of the relative magnitude of numbers from 0 to 999 by ordering whole numbers; by comparing whole numbers to benchmark whole numbers (100, 250, 500, or 750); or by comparing whole numbers to each other; and comparing or identifying equivalent positive fractional numbers (a/2, a/3, a/4 where a is a whole number greater than 0 and less than or equal to the denominator) using models, number lines, or explanations. (M(N&O)-3-2)

2.1.7 Students demonstrate conceptual understanding of mathematical operations by describing or illustrating the inverse relationship between addition and subtraction of whole numbers; and the relationship between repeated addition and multiplication using models, number lines, or explanations. (M(N&O)-3-3)

2.1.8 Students accurately solve problems involving addition and subtraction with and without regrouping; the concept of multiplication; and addition or subtraction of decimals (in the context of money). (M(N&O)-3-4)

Grade 4

2.1.9 Students demonstrate conceptual understanding of rational numbers with respect to: whole numbers from 0 to 999,999 through equivalency, composition, decomposition, or place value using models, explanations, or other representations; and positive fractional numbers (benchmark fractions: a/2, a/3, a/4, a/5, a/6, a/8, or a/10, where a is a whole number greater than 0 and less than or equal to the denominator) as a part to whole relationship in area, set, or linear models where the number of parts in the whole are equal to, and a multiple or factor of the denominator; and decimals as hundredths within the context of money, or tenths within the context of metric measurements (e.g., 2.3 cm) using models, explanations, or other representations. (M(N&O)-4-1)

2.1.10 Students demonstrate understanding of the relative magnitude of numbers from 0 to 999,999 by ordering or comparing whole numbers; and ordering, comparing, or identifying equivalent proper positive fractional numbers; or decimals using models, number lines, or explanations.

(M(N&O)-4-2)

2.1.11 Students demonstrate conceptual understanding of mathematical operations by describing or illustrating the relationship between repeated subtraction and division (no remainders); the inverse relationship between multiplication and division of whole numbers; or the addition or subtraction of positive fractional numbers with like denominators using models, number lines, or explanations. (M(N&O)-4-3)

2.1.12 Students accurately solve problems involving multiple operations on whole numbers or the use of the properties of factors and multiples; and addition or subtraction of decimals and positive proper fractions with like denominators. (Multiplication limited to 2 digits by 2 digits, and division limited to 1 digit divisors.) (IMPORTANT: Applies the conventions of order of operations where the left to right computations are modified only by the use of parentheses.) (M(N&O)-4-4)

Grade 5

2.1.13 Students demonstrate conceptual understanding of rational numbers with respect to: whole numbers from 0 to 9,999,999 through equivalency, composition, decomposition, or place value using models, explanations, or other representations; and positive fractional numbers (proper, mixed number, and improper) (halves, fourths, eighths, thirds, sixths, twelfths, fifths, or powers of ten (10, 100, 1000)), decimals (to thousandths), or benchmark percents (10%, 25%, 50%, 75% or 100%) as a part to whole relationship in area, set, or linear models using models, explanations, or other representations*. (M(N&O)-5-1)

2.1.14 Students demonstrate understanding of the relative magnitude of numbers by ordering, comparing, or identifying equivalent positive fractional numbers, decimals, or benchmark percents within number formats (fractions to fractions, decimals to decimals, or percents to percents); or integers in context using models or number lines. M(N&O)-5-2

2.1.15 Students demonstrate conceptual understanding of mathematical operations by describing or illustrating the meaning of a remainder with respect to division of whole numbers using models, explanations, or solving problems. M(N&O)-5-3

2.1.16 Students accurately solve problems involving multiple operations on whole numbers or the use of the properties of factors, multiples, prime, or composite numbers; and addition or subtraction of fractions (proper) and decimals to the hundredths place. (Division of whole numbers by up to a two-digit divisor.) (IMPORTANT: Applies the conventions of order of operations with and without parentheses.) (M(N&O)-5-4)

Grade 6

2.1.17 Students demonstrate conceptual understanding of rational numbers with respect to ratios (comparison of two whole numbers by division a/b, a : b, and a ÷ b , where b ( 0); and rates (e.g., a out of b, 25%) using models, explanations, or other representations*. (M(N&O)-6-1)

2.1.18 Students demonstrate understanding of the relative magnitude of numbers by ordering or comparing numbers with whole number bases and whole number exponents (e.g.,33, 43), integers, or rational numbers within and across number formats (fractions, decimals, or whole number percents from 1- 100) using number lines or equality and inequality symbols.

(M(N&O)-6-2)

2.1.19 Students demonstrate conceptual understanding of mathematical operations by describing or illustrating the meaning of a power by representing the relationship between the base (whole number) and the exponent (whole number) (e.g.,33, 43); and the effect on the magnitude of a whole number when multiplying or dividing it by a whole number, decimal, or fraction. (M(N&O)-6-3)

2.1.20 Students accurately solve problems involving single or multiple operations on fractions (proper, improper, and mixed), or decimals; and addition or subtraction of integers; percent of a whole; or problems involving greatest common factor or least common multiple. (IMPORTANT: Applies the conventions of order of operations with and without parentheses.) (M(N&O)-6-4)

Grade 7

2.1.21 Students demonstrate conceptual understanding of rational numbers with respect to percents as a means of comparing the same or different parts of the whole when the wholes vary in magnitude (e.g., 8 girls in a classroom of 16 students compared to 8 girls in a classroom of 20 students, or 20% of 400 compared to 50% of 100); and percents as a way of expressing multiples of a number (e.g., 200% of 50) using models, explanations, or other representations*. (M(N&O)-7-1)

2.1.22 Students demonstrate understanding of the relative magnitude of numbers by ordering, comparing, or identifying equivalent rational numbers across number formats, numbers with whole number bases and whole number exponents (e.g., 33, 43), integers, absolute values, or numbers represented in scientific notation using number lines or equality and inequality symbols. (M(N&O)-7-2)

2.1.23 Students accurately solve problems involving proportional reasoning; percents involving discounts, tax, or tips; and rates. (IMPORTANT: Applies the conventions of order of operations including parentheses, brackets, or exponents.) (M(N&O)-7-4)

*Specifications for area, set, and linear models for grades 5 – 8: Fractions: The number of parts in the whole are equal to the denominator, a multiple of the denominator, or a factor of the denominator. Percents: The number of parts in the whole is equal to 100, a multiple of 100, or a factor of 100 (for grade 5); the number of parts in the whole is a multiple or a factor of the numeric value representing the whole (for grades 6-8). Decimals (including powers of ten): The number of parts in the whole is equal to the denominator of the fractional equivalent of the decimal, a multiple of the denominator of the fractional equivalent of the decimal, or a factor of the denominator of the fractional equivalent of the decimal.

Grades 9-Diploma

2.1.24 Students demonstrate understanding of the relative magnitude of real numbers by solving problems involving ordering or comparing rational numbers, common irrational numbers (e.g.,

,

p

), rational bases with integer exponents, square roots, absolute values, integers, or numbers represented in scientific notation using number lines or equality and inequality symbols. (M(N&O)-10-2)

2.1.25 Students accurately solve problems involving rational numbers within mathematics, across content strands, disciplines or contexts (with emphasis on, but not limited to, proportions, percents, ratios, and rates). (M(N&O)–10–4)

2.2 Geometry and Measurement

Grade 2

2.2.1 Students use properties, attributes, composition, or decomposition to sort or classify polygons or objects by a combination of two or more non-measurable or measurable attributes. (M(G&M)-2-1)

2.2.2 Students demonstrate conceptual understanding of perimeter and area by using models or manipulatives to surround and cover polygons.

(M(G&M)–2–6)

2.2.3 Students measure and use units of measures appropriately and consistently, and make conversions within systems when solving problems across the content strands. (M(G&M)-2-7)

Grade 3

2.2.4 Students use properties or attributes of angles (number of angles) or sides (number of sides or length of sides) or composition or decomposition of shapes to identify, describe, or distinguish among triangles, squares, rectangles, rhombi, trapezoids, hexagons, or circles. (M(G&M)-3-1)

2.2.5 Students demonstrate conceptual understanding of perimeter of polygons, and the area of rectangles on grids using a variety of models or manipulatives. Express all measures using appropriate units. (M(G&M)-3-6)


Grade 4

2.2.7 Students use properties or attributes of angles (number of angles) or sides (number of sides, length of sides, parallelism, or perpendicularity) to identify, describe, or distinguish among triangles, squares, rectangles, rhombi, trapezoids, hexagons, or octagons; or classify angles relative to 90o as more than, less than, or equal to. (M(G&M)-4-1)

2.2.8 Students use properties or attributes (shape of bases or number of lateral faces) to identify, compare, or describe three-dimensional shapes (rectangular prisms, triangular prisms, cylinders, or spheres). (M(G&M)-4-3)

2.2.9 Students demonstrate conceptual understanding of congruency by matching congruent figures using reflections, translations, or rotations (flips, slides, or turns), or as the result of composing or decomposing shapes using models or explanations. (M(G&M)-4-4)

2.2.10 Students demonstrate conceptual understanding of similarity by applying scales on maps, or applying characteristics of similar figures (same shape but not necessarily the same size) to identify similar figures, or to solve problems involving similar figures. Describe relationships using models orsc explanations. (M(G&M)-4-5)

2.2.11 Students demonstrate conceptual understanding of perimeter of polygons, and the area of rectangles, polygons or irregular shapes on grids using a variety of models, manipulatives, or formulas. Express all measures using appropriate units. (M(G&M)-4-6)


Grade 5

2.2.13 Students use properties or attributes of angles (right, acute, or obtuse) or sides (number of congruent sides, parallelism, or perpendicularity) to identify, describe, classify, or distinguish among different types of triangles (right, acute, obtuse, equiangular, or equilateral) or quadrilaterals (rectangles, squares, rhombi, trapezoids, or parallelograms). (M(G&M)-5-1)

2.2.14 Students use properties or attributes (shape of bases, number of lateral faces, or number of bases) to identify, compare, or describe three-dimensional shapes (rectangular prisms, triangular prisms, cylinders, spheres, pyramids, or cones). (M(G&M)-5-3)

2.2.15 Students demonstrate conceptual understanding of perimeter of polygons, and the area of rectangles or right triangles through models, manipulatives, or formulas, the area of polygons or irregular figures on grids, and volume of rectangular prisms (cubes) using a variety of models, manipulatives, or formulas. Express all measures using appropriate units. (M(G&M)-5-6)


Grade 6

2.2.17 Students use properties or attributes of angles (right, acute, or obtuse) or sides (number of congruent sides, parallelism, or perpendicularity) to identify, describe, classify, or distinguish among different types of triangles (right, acute, obtuse, equiangular, scalene, isosceles, or equilateral) or quadrilaterals (rectangles, squares, rhombi, trapezoids, or parallelograms). (M(G&M)-6-1)

2.2.18 Students use properties or attributes (shape of bases, number of lateral faces, number of bases, number of edges, or number of vertices) to identify, compare, or describe three-dimensional shapes (rectangular prisms, triangular prisms, cylinders, spheres, pyramids, or cones). (M(G&M)-6-3)

2.2.19 Students demonstrate conceptual understanding of similarity by describing the proportional effect on the linear dimensions of polygons or circles when scaling up or down while preserving the angles of polygons, or by solving related problems (including applying scales on maps). Describe effects using models or explanations. (M(G&M)-6-5)

2.2.20 Students demonstrate conceptual understanding of perimeter of polygons, the area of quadrilaterals or triangles, and the volume of rectangular prisms by using models, formulas, or by solving problems; and demonstrate understanding of the relationships of circle measures (radius to diameter and diameter to circumference) by solving related problems. Express all measures using appropriate units. (M(G&M)-6-6)

M(

2.2.21 Students measure and use units of measures appropriately and consistently, and make conversions within systems when solving

problems across the content strands. (M(G&M)-6-7)

Grade 7

2.2.22 Students use properties of angle relationships resulting from two or three intersecting lines (adjacent angles, vertical angles, straight angles, or angle relationships formed by two non-parallel lines cut by a transversal), or two parallel lines cut by a transversal to solve problems. (M(G&M)-7-1)

2.2.23 Students apply theorems or relationships (triangle inequality or sum of the measures of interior angles of regular polygons) to solve problems. (M(G&M)-7-2)

2.2.24 Students apply the concepts of congruency by solving problems on a coordinate plane involving reflections, translations, or rotations.

(M(G&M)-7-4)

2.2.25 Students apply concepts of similarity by solving problems involving scaling up or down and their impact on angle measures, linear dimensions and areas of polygons, and circles when the linear dimensions are multiplied by a constant factor. Describe effects using models or explanations. (M(G&M)-7-5)

2.2.26 Students demonstrate conceptual understanding of the area of circles or the area or perimeter of composite figures (quadrilaterals, triangles, or parts of circles), and the surface area of rectangular prisms, or volume of rectangular prisms, triangular prisms, or cylinders using models, formulas, or by solving related problems. Express all measures using appropriate units. (M(G&M)-7-6)

Grades 9-Diploma

2.2.27 Students make and defend conjectures, construct geometric arguments, use geometric properties, or use theorems to solve problems involving angles, lines, polygons, circles, or right triangle ratios (sine, cosine, tangent) within mathematics or across disciplines or contexts (e.g., Pythagorean Theorem, Triangle Inequality Theorem). (M(G&M)-10-2)

2.2.28 Students apply the concepts of congruency by solving problems on or off a coordinate plane involving reflections, translations, or rotations; or solve problems using congruency involving problems within mathematics or across disciplines or contexts. (M(G&M)-10-4)

2.2.29 Students apply concepts of similarity by solving problems within mathematics or across disciplines or contexts. (M(G&M)-10-5)

2.2.30 Students solve problems involving perimeter, circumference, or area of two-dimensional figures (including composite figures) or surface area or volume of three-dimensional figures (including composite figures) within mathematics or across disciplines or contexts. (M(G&M)-10-6 M)

2.2.31 Students use units of measure appropriately and consistently when solving problems across content strands; make conversions within or across systems and make decisions concerning an appropriate degree of accuracy in problem situations involving measurement in other GLEs. (M(G&M)-10-7)

2.2.32 Students solve problems on and off the coordinate plane involving distance, midpoint, perpendicular and parallel lines, or slope. (M(G&M)-10-9)

2.3 Functions and Algebra

Grade 2

2.3.1 Students identify and extend to specific cases a variety of patterns (linear and non-numeric) represented in models, tables, or sequences by extending the pattern to the next element, or finding a missing element (e.g., 2, 4, 6, ___, 10). (M(F&A)-2-1)

2.3.2 Students demonstrate conceptual understanding of equality by finding the value that will make an open sentence true (e.g.,

7

2

=

+

W

). (limited to one operation and limited to use addition or subtraction) (M(F&A)-2-4)Grade 3

2.3.3 Students identify and extend to specific cases a variety of patterns (linear and non-numeric) represented in models, tables, or sequences by extending the pattern to the next one, two, or three elements, or finding missing elements. (M(F&A)-3-1)

2.3.4 Students demonstrate conceptual understanding of equality by showing equivalence between two expressions using models or different representations of the expressions; or by finding the value that will make an open sentence true (e.g.,

7

2

=

+

W

). (limited to one operation and limited to use addition, subtraction, or multiplication) (M(F&A)-3-4)

Grade 4

2.3.5 Students identify and extend to specific cases a variety of patterns (linear and nonlinear) represented in models, tables or sequences; and write a rule in words orsc symbols to find the next case. (M(F&A)-4-1)

2.3.6 Students demonstrate conceptual understanding of algebraic expressions by using letters or symbols to represent unknown quantities to write simple linear algebraic expressions involving any one of the four operations; or by evaluating simple linear algebraic expressions using whole numbers. (M(F&A)-4-3)

2.3.6 Students demonstrate conceptual understanding of equality by showing equivalence between two expressions using models or different representations of the expressions, by simplifying numerical expressions where left to right computations may be modified only by the use of parentheses [e.g., 14 – (2 × 5)] (expressions consistent with the parameters of M(F&A)–4–3), and by solving one-step linear equations of the form ax = c, x ± b = c, where a, b, and c are whole numbers with a ≠ 0. (M(F&A)-4-4)

Grade 5

2.3.7 Students identify and extend to specific cases a variety of patterns (linear and nonlinear) represented in models, tables, sequences, or in problem situations; and write a rule in words orsc symbols for finding specific cases of a linear relationship. (M(F&A)-5-1)

2.3.8 Students demonstrate conceptual understanding of algebraic expressions by using letters to represent unknown quantities to write linear algebraic expressions involving any two of the four operations; or by evaluating linear algebraic expressions using whole numbers. (M(F&A)-5-3)

2.3.9 Students demonstrate conceptual understanding of equality by showing equivalence between two expressions using models or different representations of the expressions (expressions consistent with the parameters of M(F&A)–5–3), by solving one-step linear equations of the form ax = c, x ± b = c, or x/a = c, where a, b, and c are whole numbers with a ≠ 0; or by determining which values of a replacement set make the equation (multi-step of the form ax ± b = c where a, b, and c are whole numbers with a ≠ 0) a true statement (e.g., 2x + 3 = 11, {x: x = 2, 3, 4, 5}). (M(F&A)-5-4)

Grade 6

2.3.10 Students identify and extend to specific cases a variety of patterns (linear and nonlinear) represented in models, tables, sequences, graphs, or in problem situations; or write a rule in words or symbols for finding specific cases of a linear relationship; or write a rule in words orsc symbols for finding specific cases of a nonlinear relationship; and write an expression orsc equation using words orsc symbols to express the generalization of a linear relationship (e.g., twice the term number plus 1 orsc 2n + 1). (M(F&A)-6-1)

2.3.11 Students demonstrate conceptual understanding of linear relationships (y = kx; y = mx + b) as a constant rate of change by constructing or interpreting graphs of real occurrences and describing the slope of linear relationships (faster, slower, greater, or smaller) in a variety of problem situations; and describe how change in the value of one variable relates to change in the value of a second variable in problem situations with constant rates of change. (M(F&A)-6-2)

2.3.12 Students demonstrate conceptual understanding of algebraic expressions by using letters to represent unknown quantities to write linear algebraic expressions involving two or more of the four operations; or by evaluating linear algebraic expressions (including those with more than one variable); or by evaluating an expression within an equation (e.g., determine the value of y when x = 4 given y = 3x – 2). (M(F&A)-6-3)

2.3.13 Students demonstrate conceptual understanding of equality by showing equivalence between two expressions using models or different representations of the expressions (expressions consistent with the parameters of M(F&A)-6–3), solving multi-step linear equations of the form ax ± b = c, where a, b, and c are whole numbers with a ≠ 0. (M(F&A)-6-4)

Grade 7

2.3.14 Students identify and extend to specific cases a variety of patterns (linear and nonlinear) represented in models, tables, sequences, graphs, or in problem situations; and generalize a linear relationship using words and symbols; generalizes a linear relationship to find a specific case; or write an expression orsc equation using words orsc symbols to express the generalization of a nonlinear relationship. (M(F&A)-7-1)

2.3.15 Students demonstrate conceptual understanding of linear relationships (y = kx; y = mx + b) as a constant rate of change by solving problems involving the relationship between slope and rate of change, by describing the meaning of slope in concrete situations, or informally determining the slope of a line from a table or graph; and distinguish between constant and varying rates of change in concrete situations represented in tables or graphs; or describe how change in the value of one variable relates to change in the value of a second variable in problem situations with constant rates of change. (M(F&A)-7-2)

2.3.16 Students demonstrate conceptual understanding of algebraic expressions by using letters to represent unknown quantities to write algebraic expressions (including those with whole number exponents or more than one variable); or by evaluating algebraic expressions (including those with whole number exponents or more than one variable); or by evaluating an expression within an equation (e.g., determine the value of y when x = 4 given y = 5x3 – 2). (M(F&A)-7-3)

2.3.17 Students demonstrate conceptual understanding of equality by showing equivalence between two expressions (expressions consistent with the parameters of the left- and right-hand sides of the equations being solved at this grade level) using models or different representations of the expressions, solving multi-step linear equations of the form ax ± b = c with a ≠ 0, ax ± b = cx ± d with a, c ≠ 0, and (x/a) ± b = c with a ≠ 0, where a, b, c and d are whole numbers; or by translating a problem-solving situation into an equation consistent with the parameters of the type of equations being solved for this grade level. (M(F&A)-7-4)

Grades 9-Diploma

2.3.18 Students identify, extend, and generalize a variety of patterns (linear and nonlinear) represented by models, tables, sequences, or graphs in problem solving situations. (M(F&A)-10-1)

2.3.19 Students demonstrate conceptual understanding of linear and nonlinear functions and relations (including characteristics of classes of functions) through an analysis of constant, variable, or average rates of change, intercepts, domain, range, maximum and minimum values, increasing and decreasing intervals and rates of change (e.g., the height is increasing at a decreasing rate); describe how change in the value of one variable relates to change in the value of a second variable; or works between and among different representations of functions and relations (e.g., graphs, tables, equations, function notation). (M(F&A)-10-2)

2.3.20 Students demonstrate conceptual understanding of algebraic expressions by solving problems involving algebraic expressions, by simplifying expressions (e.g., simplifying polynomial or rational expressions, or expressions involving integer exponents, square roots, or absolute values), by evaluating expressions, or by translating problem situations into algebraic expressions. (M(F&A)-10-3)

2.3.21 Students demonstrate conceptual understanding of equality by solving problems involving algebraic reasoning about equality; by translating problem situations into equations; by solving linear equations (symbolically and graphically) and expressing the solution set symbolically or graphically, or providing the meaning of the graphical interpretations of solution(s) in problem-solving situations; or by solving problems involving systems of linear equations in a context (using equations or graphs) or using models or representations. (M(F&A)-10-4)

2.4 Data, Statistics, and Probability

Grade 2

2.4.1 Students interpret a given representation (pictographs with one-to-one correspondence, line plots, tally charts, or tables) to answer questions related to the data, or to analyze the data to formulate conclusions. (IMPORTANT: Analyzes data consistent with concepts and skills in M(DSP)–2–2.) (M(DSP)-2-1)

2.4.2 Students analyze patterns, trends, or distributions in data in a variety of contexts by determining or using more, less, or equal. (M(DSP)-2-2)

2.4.3 Students use counting techniques to solve problems involving combinations using a variety of strategies (e.g., student diagrams, organized lists, tables, tree diagrams, orsc others); (e.g., How many ways can you make 50 cents using nickels, dimes, and quarters?) (M(DSP)-2-4)

Grade 3

2.4.4 Students interpret a given representation (line plots, tally charts, tables, or bar graphs) to answer questions related to the data, to analyze the data to formulate conclusions, or to make predictions. (IMPORTANT: Analyzes data consistent with concepts and skills in M(DSP)-3-2.) (M(DSP)-3-1)

2.4.5 Students analyze patterns, trends, or distributions in data in a variety of contexts by determining or using most frequent (mode), least frequent, largest, or smallest. (M(DSP)-3-2)

2.4.6 Students identify or describe representations or elements of representations that best display a given set of data or situation, consistent with the representations required in M(DSP)-3-1. (M(DSP)–3-3)

2.4.7 For a probability event in which the sample space may or may not contain equally likely outcomes, students determine the likelihood of the occurrence of an event (using “more likely”, “less likely”, or “equally likely”). (M(DSP)-3-5)

Grade 4

2.4.8 Students interpret a given representation (line plots, tables, bar graphs, pictographs, or circle graphs) to answer questions related to the data, to analyze the data to formulate or justify conclusions, to make predictions, or to solve problems. (IMPORTANT: Analyzes data consistent with concepts and skills in M(DSP)-4-2.) (M(DSP)-4-1)

2.4.9 Students analyze patterns, trends, or distributions in data in a variety of contexts by determining or using measures of central tendency (median or mode), or range. (M(DSP)-4-2)

2.4.10 Students use counting techniques to solve problems in context involving combinations or simple permutations (e.g., Given a map – Determine the number of paths from point A to point B.) using a variety of strategies (e.g., organized lists, tables, tree diagrams, or others).

(M(DSP)-4-4)

2.4.11 For a probability event in which the sample space may or may not contain equally likely outcomes, students determine the theoretical probability of an event and express the result as part to whole (e.g., two out of five). (M(DSP)-4-5)

Grade 5

2.4.12 Students interpret a given representation (tables, bar graphs, circle graphs, or line graphs) to answer questions related to the data, to analyze the data to formulate or justify conclusions, to make predictions, or to solve problems. (IMPORTANT: Analyzes data consistent with concepts and skills in M(DSP)-5-2.) (M(DSP)-5-1)

(

2.4.13 Students analyze patterns, trends, or distributions in data in a variety of contexts by determining or using measures of central tendency (mean, median, or mode) or range to analyze situations, or to solve problems. (M(DSP)-5-2)

2.4.14 Students identify or describe representations or elements of representations that best display a given set of data or situation, consistent with the representations required in M(DSP)-5-1. (M(DSP)-5-3)

2.4.15 For a probability event in which the sample space may or may not contain equally likely outcomes, students determine the experimental or theoretical probability of an event and express the result as a fraction. (M(DSP)-5-5)

Grade 6

2.4.15 Students interpret a given representation (circle graphs, line graphs, or stem-and-leaf plots) to answer questions related to the data, to analyze the data to formulate or justify conclusions, to make predictions, or to solve problems. (IMPORTANT: Analyzes data consistent with concepts and skills in M(DSP)-6-2.) (M(DSP)-6-1)

2.4.16 Students analyze patterns, trends or distributions in data in a variety of contexts by determining or using measures of central tendency (mean, median, or mode) or dispersion (range) to analyze situations, or to solve problems. (M(DSP)-6-2)

2.4.17 Students use counting techniques to solve problems in context involving combinations or simple permutations using a variety of strategies (e.g., organized lists, tables, tree diagrams, models, Fundamental Counting Principle, or others). (M(DSP)-6-4)

2.4.18 For a probability event in which the sample space may or may not contain equally likely outcomes, students determine the experimental or theoretical probability of an event in a problem-solving situation.

(M(DSP)-6-5)

Grade 7

2.4.19 Students interpret a given representation (circle graphs, scatter plots that represent discrete linear relationships, or histograms) to analyze the data to formulate or justify conclusions, to make predictions, or to solve problems. (IMPORTANT: Analyzes data consistent with concepts and skills in M(DSP)-7-2.)

(M(DSP)-7-1)

2.4.20 Students analyze patterns, trends, or distributions in data in a variety of contexts by solving problems using measures of central tendency (mean, median, or mode), dispersion (range or variation), or outliers to analyze situations to determine their effect on mean, median, or mode; and evaluate the sample from which the statistics were developed (bias). (M(DSP)-7-2)

2.4.21 Students interpret or describe representations or elements of representations that best display a given set of data or situation, consistent with the representations required in M(DSP)-7-1. (M(DSP)-7-3)

2.4.22 For a probability event in which the sample space may or may not contain equally likely outcomes, students determine the experimental or theoretical probability of an event in a problem-solving situation. (M(DSP)-7-5)

Grades 9-Diploma

2.4.23 Students Interpret a given representation(s) (e.g., box-and-whisker plots, scatter plots, bar graphs, line graphs, circle graphs, histograms, frequency charts) to make observations, to answer questions, to analyze the data to formulate or justify conclusions, critique conclusions, make predictions, or to solve problems within mathematics or across disciplines or contexts (e.g., media, workplace, social and environmental situations). (IMPORTANT: Analyzes data consistent with concepts and skills in M(DSP)-10-2.) (M(DSP)-10-1)

2.4.24 Students analyze patterns, trends, or distributions in data in a variety of contexts by determining, using, or analyzing measures of central tendency (mean, median, or mode), dispersion (range or variation), outliers, quartile values, estimated line of best fit, regression line, or correlation (strong positive, strong negative, or no correlation) to solve problems; and solve problems involving conceptual understanding of the sample from which the statistics were developed. (M(DSP)-10-2)

2.4.25 Students Identify or describe representations or elements of representations that best display a given set of data or situation, consistent with the representations required in (M(DSP)-10-3)

2.4.26 Students use counting techniques to solve problems in context involving combinations or permutations using a variety of strategies (e.g., organized lists, tables, tree diagrams, models, Fundamental Counting Principle, orsc others). (M(DSP)-10-4)

2.4.27 Students solve problems involving experimental or theoretical probability. (M(DSP)–10-5)

3. SCIENCE AND TECHNOLOGY

CONTENT STANDARDS AND PERFORMANCE INDICATORS

3.1 THE PHYSICAL SETTING: Students understand the universal nature of matter, energy, force, and motion and identify how these relationships are exhibited in Earth Systems, in the solar system, and throughout the universe.

Universe and Solar System

Grades 3-5

3.1.1 Students describe the positions and apparent motions of different objects in and beyond our solar system and how these objects can be viewed from Earth.

Grades 6-8

3.1.2 Students explain the movements, and describe the location, composition, and characteristics of our solar system and universe, including planets, the sun, and galaxies.

Grades 9-Diploma

3.1.3 Students explain the physical formation and changing nature of our universe and solar system, and how our past and present knowledge of the universe and solar system developed.

Earth

Grades 3-5

3.1.4 Students describe the properties of Earth’s surface materials, the processes that change them, and the cycles that affect the Earth.

Grades 6-8

3.1.5 Students describe the various cycles, physical and biological forces and processes, position in space, energy transformations, and human actions that affect the short-term and long-term changes to the Earth.

Grades 9-Diploma

3.1.6 Students describe and analyze the biological, physical, energy, and human influences that shape and alter Earth Systems.

Matter and Energy

Grades 3-5

3.1.6 Students describe properties of objects and materials before and after they undergo a change or interaction.

Grades 6-8

3.1.7 Students describe physical and chemical properties of matter, interactions and changes in matter, and transfer of energy through matter.

Grades 9-Diploma

3.1.8 Students describe the structure, behavior, and interactions of matter at the atomic level and the relationship between matter and energy.

Force and Motion

Grades 3-5

3.1.9 Students summarize how various forces affect the motion of objects.

Grades 6-8

3.1.10 Students describe the force of gravity, the motion of objects, the properties of waves, and the wavelike property of energy in light waves.

Grades 9-Diploma

3.1.11 Students understand that the laws of force and motion are the same across the universe.

3.2THE LIVING ENVIRONMENT:

Students understand that cells are the basic unit of life, that all life as we know it has evolved through genetic transfer and natural selection to create a great diversity of organisms, and that these organisms create interdependent webs through which matter and energy flow. Students understand similarities and differences between humans and other organisms and the interconnections of these interdependent webs.

Biodiversity

Grades 3-5

3.2.1 Students compare living things based on their behaviors, external features, and environmental needs.

Grades 6-8

3.2.2 Students differentiate among organisms based on biological characteristics and identify patterns of similarity.

Grades 9-Diploma

3.2.3 Students describe and analyze the evidence for relatedness among and within diverse populations of organisms and the importance of biodiversity.

Ecosystems

Grades 3-5

3.2.4 Students describe ways organisms depend upon, interact within, and change the living and non-living environment as well as ways the environment affects organisms.

Grades 6-8

3.2.5 Students examine how the characteristics of the physical, non-living (abiotic) environment, the types and behaviors of living (biotic) organisms, and the flow of matter and energy affect organisms and the ecosystem of which they are part.

Grades 9-Diploma

3.2.6 Students describe and analyze the interactions, cycles, and factors that affect short-term and long-term ecosystem stability and change.

Cells

Grades 3-5

3.2.7 Students describe how living things are made up of one or more cells and the ways cells help organisms meet their basic needs.

Grades 6-8

3.2.8 Students describe the hierarchy of organization and function in organisms, and the similarities and differences in structure, function, and needs among and within organisms.

Grades 9-Diploma

3.2.9 Students describe structure and function of cells at the intracellular and molecular level including differentiation to form systems, interactions between cells and their environment, and the impact of cellular processes and changes on individuals.

Heredity and Reproduction

Grades 3-5

3.2.10 Students describe characteristics of organisms and the reasons why organisms differ from or are similar to their parents.

Grades 6-8

3.2.11 Students describe the general characteristics and mechanisms of reproduction and heredity in organisms, including humans, and ways in which organisms are affected by their genetic traits.

Grades 9-Diploma

3.2.12 Students examine the role of DNA in transferring traits from generation to generation, in differentiating cells, and in evolving new species.

Evolution

Grades 3-5

3.2.13 Students describe the fossil evidence and present explanations that help us understand why there are differences among and between present and past organisms.

Grades 6-8

3.2.14 Students describe the evidence that evolution occurs over many generations, allowing species to acquire many of their unique characteristics or adaptations.

Grades 9-Diploma

3.2.15 Students describe the interactions between and among species, populations, and environments that lead to natural selection and evolution.

Section II-A | College and Career Readiness Standards for English Language Arts – Effective 2010-2013

1. Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects K–5

1.1 College and Career Readiness Anchor Standards for Reading

The K–5 standards on the following pages define what students should understand and be able to do by the end of each grade. They correspond to the College and Career Readiness (CCR) anchor standards below by number. The CCR and grade-specific standards are necessary complements—the former providing broad standards, the latter providing additional specificity—that together define the skills and understandings that all students must demonstrate.

Key Ideas and Details

1.Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

2.Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

3.Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

Craft and Structure

4.Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

5.Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.

6.Assess how point of view or purpose shapes the content and style of a text.

Integration of Knowledge and Ideas

7.Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.

8.Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.

9.Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

Range of Reading and Level of Text Complexity

10.Read and comprehend complex literary and informational texts independently and proficiently.

1.1.1 Reading Standards for Literature K–5

The following standards offer a focus for instruction each year and help ensure that students gain adequate exposure to a range of texts and tasks. Rigor is also infused through the requirement that students read increasingly complex texts through the grades. Students advancing through the grades are expected to meet each year’s grade-specific standards and retain or further develop skills and understandings mastered in preceding grades.

A. Kindergartners:

B. Grade 1 students:

C. Grade 2 students:


1. With prompting and support, ask and answer questions about key details in a text.

1. Ask and answer questions about key details in a text.

1. Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

2. With prompting and support, retell familiar stories, including key details.

2. Retell stories, including key details, and demonstrate understanding of their central message or lesson.

2. Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.

3. With prompting and support, identify characters, settings, and major events in a story.

3.Describe characters, settings, and major events in a story, using key details.

3. Describe how characters in a story respond to major events and challenges.

Craft and Structure

4. Ask and answer questions about unknown words in a text.

4. Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.

4. Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song.

5. Recognize common types of texts (e.g., storybooks, poems).

5. Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types.

5. Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.

6. With prompting and support, name the author and illustrator of a story and define the role of each in telling the story.

6. Identify who is telling the story at various points in a text.

6. Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud.


7. With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an illustration depicts).

7. Use illustrations and details in a story to describe its characters, setting, or events.

7. Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.

8. (Not applicable to literature)



9. With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories.

9. Compare and contrast the adventures and experiences of characters in stories.

9. Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures.


10.Actively engage in group reading activities with purpose and understanding.

10.With prompting and support, read prose and poetry of appropriate complexity for grade 1.

10.By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range.

D. Grade 3 students:

E. Grade 4 students:

F. Grade 5 students:


1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

1. Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

1. Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

2. Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.

2. Determine a theme of a story, drama, or poem from details in the text; summarize the text.

2. Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text.

3. Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.

3. Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions).

3. Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact).

Craft and Structure

4. Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.

4. Determine the meaning of words and phrases as they are used in a text, including those that allude to significant characters found in mythology (e.g., Herculean).

4. Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes.

5. Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections.

5. Explain major differences between poems, drama, and prose, and refer to the structural elements of poems (e.g., verse, rhythm, meter) and drama (e.g., casts of characters, settings, descriptions, dialogue, stage directions) when writing or speaking about a text.

5. Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem.

6. Distinguish their own point of view from that of the narrator or those of the characters.

6. Compare and contrast the point of view from which different stories are narrated, including the difference between first- and third-person narrations.

6. Describe how a narrator’s or speaker’s point of view influences how events are described.


7. Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting).

7. Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and directions in the text.

7. Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text (e.g., graphic novel, multimedia presentation of fiction, folktale, myth, poem).




9. Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters (e.g., in books from a series).

9. Compare and contrast the treatment of similar themes and topics (e.g., opposition of good and evil) and patterns of events (e.g., the quest) in stories, myths, and traditional literature from different cultures.

9. Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics.


10. By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2–3 text complexity band independently and proficiently.

10. By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range.

10. By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 4–5 text complexity band independently and proficiently.

1.1.2 Reading Standards for Informational Text K–5

A. Kindergartners:

B. Grade 1 students:

C. Grade 2 students:


1. With prompting and support, ask and answer questions about key details in a text.

1. Ask and answer questions about key details in a text.

1. Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

2. With prompting and support, identify the main topic and retell key details of a text.

2. Identify the main topic and retell key details of a text.

2. Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text.

3. With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text.

3. Describe the connection between two individuals, events, ideas, or pieces of i

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